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Chapter Introduction
Section 1 The United States Focuses
on Vietnam
Section 2 Going to War in Vietnam
Section 3 Vietnam Divides the Nation
Section 4 The War Winds Down
Chapter Summary
Chapter Assessment
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Chapter Objectives
Section 1: The United States Focuses
on Vietnam
• Describe the nationalist motives of
Vietnamese leader Ho Chi Minh. 
• Explain the origins of American involvement in
Vietnam during the 1950s.
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Chapter Objectives
Section 2: Going to War in Vietnam
• Describe how President Johnson deepened
American involvement in Vietnam. 
• Discuss how the Vietcong and the North
Vietnamese were able to frustrate the
American military.
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Chapter Objectives
Section 3: Vietnam Divides the Nation
• Analyze why support for the war began to
weaken. 
• Describe the motives of those in the antiwar
movement.
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Chapter Objectives
Section 4: The War Winds Down
• Explain the events of Nixon’s first
administration that inspired more antiwar
protests. 
• Summarize the major lessons the United
States learned from the Vietnam War
experience.
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Why It Matters
The Vietnam War created very bitter
divisions within the United States.
Supporters argued that patriotism
demanded that communism be halted.
Opponents argued that intervening in
Vietnam was immoral. Many young people
protested or resisted the draft. Victory was
not achieved, although more than 58,000
American soldiers died. After the war, the
nation had many wounds to heal.
The Impact Today
Changes brought about by the war are
still evident in the United States today. 
• The nation is reluctant to commit
troops overseas. 
• The War Powers Act limits a
president’s power to involve the nation
in war.
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continued
on next slide
Guide to Reading
Main Idea
American efforts to stop the spread of communism
led to U.S. involvement in the affairs of Vietnam. 
Key Terms and Names
• Ho Chi Minh 
• Dien Bien Phu 
• domino theory 
• Ngo Dinh Diem
• guerrilla 
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Guide to Reading (cont.)
Reading Strategy
Organizing As you read about the increasing
involvement of the United States in Vietnam,
complete a graphic organizer similar to the one
on page 772 of your textbook providing reasons
that the United States aided France in Vietnam. 
Reading Objectives
• Describe the nationalist motives of Vietnamese
leader Ho Chi Minh. 
• Explain the origins of American involvement in
Vietnam during the 1950s.
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Guide to Reading (cont.)
Section Theme
Government and Democracy American
involvement in Vietnam was a reflection
of Cold War strategy.
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Early American Involvement
in Vietnam
• Although little was known about Vietnam
in the late 1940s and early 1950s,
American officials felt Vietnam was
important in their campaign to stop the
spread of communism.
(pages 772–774)
Early American Involvement
in Vietnam (cont.)
• During the early 1900s, nationalism was
strong in Vietnam. 
• As the Vietnamese sought
independence or reform of the French
colonial government, several political
parties formed. 
• One of the leaders of the nationalist
movement was Ho Chi Minh who,
during his travels to the Soviet Union,
had become an advocate of
communism.
(pages 772–774)
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Early American Involvement
in Vietnam (cont.)
• In 1930 Ho Chi Minh helped form the
Indochinese Communist Party and
worked to overthrow the French. 
• Ho Chi Minh was exiled to the Soviet
Union and China. 
• Upon his return to Vietnam in 1941,
Japan had control of the country. 
• He organized the nationalist group,
Vietminh, which united Communists and
non-Communists to force Japan out.
(pages 772–774)
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Early American Involvement
in Vietnam (cont.)
• With the Allies’ victory over Japan in 1945,
Ho Chi Minh and his forces declared
Vietnam an independent nation. 
• France sent in troops to regain its
colonial empire. 
• France asked the United States for
help. 
• American officials were against France
controlling Vietnam, but they did not
want Vietnam to be Communist either.
(pages 772–774)
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Early American Involvement
in Vietnam (cont.)
• The United States, under the Truman and
Eisenhower administrations, supported
the French military and their campaign
against the Vietminh. 
• Eisenhower defended the United States
policy in Vietnam with the domino
theory–the belief that if Vietnam fell to
communism, other nations in Southeast
Asia would do the same.
(pages 772–774)
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Early American Involvement
in Vietnam (cont.)
Which two events convinced Truman to
help France?
The two events were the fall of China to
communism and the outbreak of the Korean
War. It showed Americans that the Soviet
Union was beginning a major push for
communism in East Asia.
(pages 772–774)
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The Vietminh Drive Out the
French
• Despite aid from the United States, the
French struggled against the Vietminh. 
• The Vietminh frequently used the
tactics of guerrillas, or irregular troops
who usually blend into civilian
population and are difficult for regular
armies to fight. 
• They used hit-and-run and ambush
tactics.
(pages 774–775)
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The Vietminh Drive Out the
French (cont.)
• In 1954 the French commander
ordered his forces to occupy the
mountain town of Dien Bien Phu. 
• A huge Vietminh force surrounded the
town. 
• The defeated French were forced to
make peace and withdraw from
Indochina.
(pages 774–775)
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The Vietminh Drive Out the
French (cont.)
• Negotiations to end the conflict,
called the Geneva Accords, divided
Vietnam between the Vietminh
controlling North Vietnam and a proWestern regime in South Vietnam. 
• The Accords also recognized
Cambodia’s independence.
(pages 774–775)
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The Vietminh Drive Out the
French (cont.)
• In 1956 elections were held
to form a single government. 
• The United States stepped in to
protect the new government in the
South led by Ngo Dinh Diem, a proWesterner and anti-Communist. 
• The tension between North and South
Vietnam escalated with the United
States caught in the middle.
(pages 774–775)
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The Vietminh Drive Out the
French (cont.)
What were the provisions of the Geneva
Accords?
Vietnam was divided at the 17th parallel with
Ho Chi Minh and the Vietminh in control of
North Vietnam, and a pro-Western regime in
control of the South led by Ngo Dinh Diem. In
1956 elections were to be held to reunite the
country under a single government. The
Accords also recognized Cambodia’s
independence.
(pages 774–775)
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Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
B 1. member of an armed band that
carries out surprise attacks and
sabotage rather than open
warfare
__
A 2. the belief that if one nation
in Asia fell to the Communists,
neighboring countries would
follow
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A. domino theory
B. guerrilla
Checking for Understanding (cont.)
Explain the goals of the Vietminh.
The Vietminh fought for independence
first from Japan, then from France.
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Reviewing Themes
Government and Democracy Why did
Ngo Dinh Diem refuse to hold countrywide
elections in Vietnam in 1956?
He feared he would lose to the
Vietnamese Communist party.
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Critical Thinking
Interpreting Why do you think the
United States supported the government
of Ngo Dinh Diem?
He was pro-Western and anti-communist.
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Analyzing Visuals
Analyzing Photographs Study the
Vietnam scene on page 773 of your
textbook. How would you describe the
contrast between American and
Vietnamese societies? How do you
think this contrast influenced American
thinking toward the war?
Since Vietnam appeared to be less
prosperous than the United States, it
was easy to believe the United States
could defeat the Vietnamese.
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Close
Explain the origins of American involvement
in Vietnam during the 1950s.
Guide to Reading
Main Idea
After providing South Vietnam with much aid and
support, the United States finally sent in troops to
fight as well. 
Key Terms and Names
• Vietcong 
• Agent Orange 
• Gulf of Tonkin
Resolution 
• Ho Chi Minh trail
• napalm 
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Guide to Reading (cont.)
Reading Strategy
Taking Notes As you read about the beginnings of
the Vietnam War, use the major headings of the
section to create an outline similar to the
one on page 776 of your textbook. 
Reading Objectives
• Describe how President Johnson deepened
American involvement in Vietnam. 
• Discuss how the Vietcong and the North
Vietnamese were able to frustrate the American
military.
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Guide to Reading (cont.)
Section Theme
Science and Technology American military
procedures differed significantly from those
of the Vietcong troops.
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to listen to the audio again.
American Involvement Deepens
• After Ngo Dinh Diem refused to hold
national elections, Ho Chi Minh and his
followers created a new guerrilla army
known as the Vietcong. 
• Their goal was to reunify North and
South Vietnam. 
• The United States continued to send
aid to South Vietnam.
(pages 776–778)
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American Involvement Deepens (cont.)
• The Vietcong’s power, however,
continued to grow because many
Vietnamese opposed Diem’s government.

• President Kennedy continued the
nation’s policy of support for South
Vietnam, agreeing with past presidents
that Southeast Asia was important in
the battle against communism.
(pages 776–778)
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American Involvement Deepens (cont.)
• The unpopularity of South Vietnam’s
President Diem increased because his
government was corrupt, he created
strategic hamlets, and he discriminated
against Buddhism, one of the country’s
most widely practiced religions. 
• Diem was overthrown and later
executed. 
• This further weakened South Vietnam’s
government, forcing the United States to
become more involved.
(pages 776–778)
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American Involvement Deepens (cont.)
• After Kennedy’s assassination, President
Lyndon Johnson inherited the problem of
Vietnam.
(pages 776–778)
American Involvement Deepens (cont.)
Why were Diem’s strategic hamlets
unpopular with the peasants?
The peasants resented being uprooted from
their homes where they had worked to build
farms and where many of their ancestors
were buried.
(pages 776–778)
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Johnson and Vietnam
• At first, President Johnson was cautious
regarding Vietnam, yet he was
determined to prevent South Vietnam
from becoming Communist. 
• Politically, Democrats needed to keep
South Vietnam from becoming
Communist, or Republicans would
use it against them.
(pages 778–779)
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Johnson and Vietnam (cont.)
• On August 2, 1964, President Johnson
announced that North Vietnamese torpedo
boats fired on two American destroyers in
the Gulf of Tonkin. 
• A similar attack reportedly occurred two
days later. 
• The Senate and the House passed the
Gulf of Tonkin Resolution on August 7,
1964, authorizing the president to take all
necessary measures to repel any armed
attack on U.S. forces. 
• Congress had given its war powers to the
president.
(pages 778–779)
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Johnson and Vietnam (cont.)
• After the Gulf of Tonkin Resolution was
passed, the Vietcong began attacking
bases where American advisers were
stationed in South Vietnam. 
• After an attack in February 1965,
Johnson sent aircrafts to strike in
North Vietnam.
(pages 778–779)
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Johnson and Vietnam (cont.)
• While the polls showed that Johnson’s
approval rating had increased, some
dissenters in the White House warned
that if the United States became too
involved, it would be difficult to get out. 
• In March 1965, however, Johnson
increased American involvement,
and American soldiers were fighting
alongside the South Vietnamese
troops against the Vietcong.
(pages 778–779)
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Johnson and Vietnam (cont.)
Why did President Johnson expand
American involvement in Vietnam in 1964?
Johnson wanted to prevent South Vietnam
from becoming Communist. He did not want
to “lose” Vietnam, because he feared that
the Republicans would blame his
administration for losing Vietnam to
communism.
(pages 778–779)
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A Bloody Stalemate Emerges
• By 1965 some 180,000 American combat
troops were fighting in Vietnam, with the
number doubling by 1966. 
• Many Americans believed they could
win in Vietnam.
(pages 779–781)
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A Bloody Stalemate Emerges (cont.)
• To take Vietcong’s hiding places away,
American planes dropped napalm, a
jellied gasoline that explodes on contact,
and Agent Orange, a chemical that strips
leaves from trees and shrubs. 
• Farmlands and forests were turned
into wastelands.
(pages 779–781)
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A Bloody Stalemate Emerges (cont.)
• Americans underestimated the Vietcong’s
strength, stamina, and morale. 
• Johnson refused to order a full
invasion of North Vietnam, fearing
China would get involved in the war. 
• President Johnson also refused to
allow a full-scale attack on the
Vietcong’s supply line, known as the
Ho Chi Minh trail. 
• This made winning difficult.
(pages 779–781)
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A Bloody Stalemate Emerges (cont.)
• As American casualties increased, many
American citizens began questioning the
United States’s involvement in the war.
(pages 779–781)
A Bloody Stalemate Emerges (cont.)
Why were the American troops frustrated
by the Vietcong?
The Vietcong used ambushes, booby traps,
and hit-and-run tactics. The Vietcong could
blend in with the general population in cities
and in the countryside and then vanish.
(pages 779–781)
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Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
B 1. a jellied gasoline used for
bombs
__
A 2. the guerrilla soldiers of the
Communist faction in
Vietnam, also known as the
National Liberation Front
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A. Vietcong
B. napalm
Checking for Understanding (cont.)
Explain how the Gulf of Tonkin
Resolution affected the powers of
Congress and the presidency.
It gave congressional war powers
to the president.
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Reviewing Themes
Science and Technology Why did the
United States use napalm and Agent
Orange in its fight against the Vietcong?
Napalm and Agent Orange were used to
destroy the landscape so the Vietcong
could not hide in the jungle.
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Critical Thinking
Analyzing Why did fighting in Vietnam
turn into a stalemate by the mid-1960s?
The Vietcong showed no signs of
surrendering, and Johnson refused
to order a full-scale invasion.
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Analyzing Visuals
Analyzing Photographs Look closely
at the photograph on page 777 of your
textbook of Buddhist monk Reverend
Quang Duc. What in the photograph
suggests that this event was planned
by Buddhists to protest their treatment
in South Vietnam?
The presence of the Buddhist onlookers
suggests a planned event.
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Close
Discuss Vietcong tactics.
Guide to Reading
Main Idea
The experience of Vietnam produced sharp divisions
between Americans who supported the war and
those who did not. 
Key Terms and Names
• William Westmoreland 
• dove 
• credibility gap 
• hawk 
• teach-in 
• Tet offensive
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Guide to Reading (cont.)
Reading Strategy
Organizing As you read about Americans’ reactions
to the Vietnam War, complete a graphic organizer
like the one on page 784 of your textbook to list
the reasons for opposition to the war. 
Reading Objectives
• Analyze why support for the war began to
weaken. 
• Describe the motives of those in the antiwar
movement.
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Guide to Reading (cont.)
Section Theme
Civic Rights and Responsibilities Many
Americans protested their country’s involvement
in the Vietnam War.
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to listen to the audio again.
A Growing Credibility Gap
• When American troops first entered the
Vietnam War, many Americans supported
the military effort. 
• As the war in Vietnam continued to
drag on, public support decreased. 
• Americans began to question the
government and believed a credibility
gap had developed, making it difficult
to believe what the Johnson
administration said about the war.
(pages 784–785)
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A Growing Credibility Gap (cont.)
Why did Americans believe there was a
“credibility gap” in what the Johnson
administration said about the war in Vietnam?
The American commander in South Vietnam,
General William Westmoreland, repeatedly
reported that the enemy was almost defeated.
Less optimistic reports were seen on television
each night as the images of wounded and
killed American soldiers were aired on the
evening news.
(pages 784–785)
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An Antiwar Movement Emerges
• As the casualties increased, Americans,
especially college students, began to
publicly protest the war. 
• In March 1965, faculty and students at
the University of Michigan abandoned
their classes and formed a teach-in
where they informally discussed issues
of the war and why they opposed it. 
• This triggered teach-ins at many
college campuses.
(pages 785–787)
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An Antiwar Movement Emerges
(cont.)
• Young protestors focused their attention
on what they felt was an unfair draft
system. 
• While college students could delay
military service until graduation, those
with low-income and limited education
were called to serve. 
• As a result, minorities, especially African
Americans, were called to war. 
• Many draftees refused to serve. 
• Others moved to Canada and other
(pages 785–787)
nations.
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An Antiwar Movement Emerges
(cont.)
• By 1968 the nation seemed divided into
two camps–the doves and the hawks. 
• The doves wanted the United States
to withdraw from the war, and the
hawks felt the United States should
stay and fight.
(pages 785–787)
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An Antiwar Movement Emerges
(cont.)
Why did many Americans oppose the war?
Some felt the conflict was a civil war in
which the United States had no business.
Others saw South Vietnam as corrupt, and
defending the country as immoral.
(pages 785–787)
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1968: The Pivotal Year
• On January 30, 1968, during Tet, the
Vietnamese New Year, the Vietcong and
North Vietnamese launched a surprise
attack known as the Tet offensive. 
• In the attack, guerrilla fighters hit
American airbases in South Vietnam
as well as the South’s major cities and
provincial capitals.
(pages 787–789)
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1968: The Pivotal Year (cont.)
• Militarily, the Tet offensive was a disaster
for the Communists, but it was a political
victory that shocked Americans. 
• As a result, the approval rating for the
president plummeted. 
• Eugene McCarthy and Senator Robert
Kennedy entered the 1968 presidential
race as “dove” candidates for the
Democratic nomination.
(pages 787–789)
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1968: The Pivotal Year (cont.)
• Johnson withdrew from the presidential
race, announcing his decision in an
address to the nation on March 31, 1968. 
• In April Dr. Martin Luther King, Jr., was
assassinated. 
• Two months later, Robert Kennedy was
also assassinated. 
• This violence, coupled with a clash
between protesters and police at the
Democratic National Convention in
Chicago in August, left the nation in
a state of chaos.
(pages 787–789)
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1968: The Pivotal Year (cont.)
• The chaos benefited the Republican
presidential candidate, Richard Nixon,
and an independent, Governor George
Wallace of Alabama. 
• Nixon promised to regain order and
end the war in Vietnam.
(pages 787–789)
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1968: The Pivotal Year (cont.)
• Although Johnson attempted to help the
Democratic campaign with a cease-fire,
Democratic presidential nominee Hubert
Humphrey lost by more than 100
electoral votes as well as the popular
vote by a slim margin. 
• Richard Nixon became president.
(pages 787–789)
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1968: The Pivotal Year (cont.)
Why is 1968 considered the most turbulent
year of the chaotic 1960s?
(pages 787–789)
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1968: The Pivotal Year (cont.)
On January 30, 1968, during Tet, the Vietnamese New
Year, the Vietcong and North Vietnamese launched a
surprise attack known as the Tet offensive. In the
attack, guerrilla fighters hit American airbases in South
Vietnam as well as the South’s major cities and
provincial capitals. The approval rating for the president
plummeted. Johnson withdrew from the presidential
race, announcing his decision in an address to the
nation on March 31, 1968. In April Dr. Martin Luther
King, Jr., was assassinated. Two months later, Robert
Kennedy was also assassinated. A clash between
protesters and police at the Democratic National
Convention in Chicago in August added to the chaos.
(pages 787–789)
Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
C 1. a person in favor of the United
States withdrawing from the
Vietnam War
__
B 2. an extended meeting or class
held to discuss a social or
political issue
__
D 3. someone who believed the
United States should continue
its military effort in Vietnam
__
A 4. lack of trust or believability
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A. credibility gap
B. teach-in
C. dove
D. hawk
Checking for Understanding (cont.)
Summarize three important events that
occurred in 1968.
Answers will vary.
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Reviewing Themes
Civic Rights and Responsibilities Why
did many people believe that the Vietnam
War reflected racial and economic
injustices in the United States?
Poorer men, including a high proportion
of minorities, who were unable to afford
college, were more likely to be drafted
than those who could afford college.
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Critical Thinking
Synthesizing Why did support of the
Vietnam War begin to dwindle by the late
1960s?
Media coverage of the mounting
casualties fueled anger and distrust
of government officials’ reports, and
many were angry over the draft.
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Analyzing Visuals
Analyzing Photographs Study the
photograph on page 786 of your textbook.
The phrase “flower power” was a slogan
of the hippie movement. Explain what you
think the phrase meant to hippies and how
the slogan was used to express opposition
to the war.
Flowers represented the growing peace
movement.
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Close
Describe the motives of those in the antiwar
movement.
Guide to Reading
Main Idea
After nearly eight years of fighting in Vietnam, the
United States withdrew its forces. 
Key Terms and Names
• Henry Kissinger 
• Pentagon Papers 
• linkage 
• War Powers Act
• Vietnamization 
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Guide to Reading (cont.)
Reading Strategy
Organizing As you read about the end of the
Vietnam War, complete a graphic organizer
similar to the one on page 790 of your textbook
by listing the steps that President Nixon took to
end American involvement in Vietnam. 
Reading Objectives
• Explain the events of Nixon’s first administration
that inspired more antiwar protests. 
• Summarize the major lessons the United States
learned from the Vietnam War experience.
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Guide to Reading (cont.)
Section Theme
Government and Democracy The Vietnam War
led to changes in the way the U.S. military is
deployed.
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to listen to the audio again.
Nixon Moves to End the War
• President Nixon chose Harvard professor
Henry Kissinger to be special assistant
for national security affairs, giving him
authority to find a way to end the war in
Vietnam. 
• Kissinger used a policy he called linkage
to improve relations with the Soviet
Union and China–the suppliers of aid
to North Vietnam. 
• He started up peace talks again with
North Vietnam.
(pages 790–791)
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Nixon Moves to End the War (cont.)
• At the same time, Nixon began
Vietnamization–the gradual withdrawal
of American troops in Vietnam, allowing
South Vietnam to assume more of the
fighting.
• As peace negotiations were underway,
Nixon increased air strikes against North
Vietnam to maintain American strength.
(pages 790–791)
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Nixon Moves to End the War (cont.)
What was Vietnamization?
This was Nixon’s plan to gradually withdraw
American troops and for South Vietnam to
assume more of the fighting.
(pages 790–791)
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Turmoil at Home Continues
• The Vietnam War continued to stir up
protests and violence in the United
States. 
• In 1969 Americans learned of a 1968
event that further increased their feelings
that this was a senseless war. 
• An American platoon under the command
of Lieutenant William Calley had
massacred more than 200 unarmed South
Vietnamese civilians in the hamlet of My
Lai. 
• Most of the victims were old men, women,
and children.
(pages 791–792)
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Turmoil at Home Continues (cont.)
• In April 1970, Nixon announced that
American troops had invaded Cambodia
to destroy Vietcong military bases. 
• Americans viewed this as an expansion
of the war, and a wave of protests
followed. 
• In 1970 Congress repealed the Gulf of
Tonkin Resolution that had given the
president near complete power in
directing the war.
(pages 791–792)
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Turmoil at Home Continues (cont.)
• In 1971 a former Defense Department
worker, Daniel Ellsberg, leaked what
became known as the Pentagon Papers
to the press. 
• The secret document showed that
many government officials had
privately questioned the war while
publicly defending it. 
• The document also showed how the
various administrations deceived the
public about Vietnam.
(pages 791–792)
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Turmoil at Home Continues (cont.)
What happened at Kent State on May 4,
1970?
Ohio National Guard soldiers fired on
demonstrators without orders to do so.
The event left four students dead and
nine others wounded.
(pages 791–792)
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The United States Pulls Out of
Vietnam
• By 1971 nearly two-thirds of Americans
wanted the Vietnam War to end. 
• President Nixon dropped the
insistence that North Vietnam had to
withdraw from South Vietnam before
a peace treaty could be signed. 
• A month before the presidential
election, Henry Kissinger announced
that peace was at hand. 
• Nixon won re-election in a landslide.
(pages 792–793)
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The United States Pulls Out of
Vietnam (cont.)
• Peace negotiations broke down when
South Vietnam’s president, Nguyen Van
Thieu, refused any plan that left North
Vietnamese troops in South Vietnam.
(pages 792–793)
The United States Pulls Out of
Vietnam (cont.)
• The United States began a bombing
campaign that eventually led to the
resumption of peace talks. 
• On January 27, 1973, the sides agreed
to end the war and restore peace in
Vietnam. 
• After eight years at war, the longest
in American history, the United States
ended its direct involvement in
Vietnam.
(pages 792–793)
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The United States Pulls Out of
Vietnam (cont.)
• In March 1975, the North Vietnamese
army launched a full-scale invasion of
the South. 
• Thieu asked for United States
assistance. 
• Nixon had resigned after the Watergate
scandal, and the new president, Gerald
Ford, asked Congress to supply aid. 
• Congress refused.
(pages 792–793)
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The United States Pulls Out of
Vietnam (cont.)
• On April 30, the North Vietnamese
captured Saigon, united Vietnam under
Communist rule, and renamed Saigon,
Ho Chi Minh City.
(pages 792–793)
The United States Pulls Out of
Vietnam (cont.)
What was not resolved as the peace
agreement was signed?
The parties did not resolve the major issue,
which was what the future of South Vietnam
would be.
(pages 792–793)
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The Legacy of Vietnam
• The Vietnam War had a lasting impact
on the United States. 
• The war had cost over $170 billion in
direct costs and had resulted in 58,000
deaths. 
• Many soldiers who did return home
faced psychological problems, and
some families were left uncertain
about POWs and MIAs.
(pages 793–794)
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The Legacy of Vietnam (cont.)
• In 1973 Congress passed the War
Powers Act to reestablish limits on
executive power. 
• The act required the president to
inform Congress of any commitment
of troops abroad within 48 hours and
to withdraw them in 60 to 90 days
unless Congress approved the troop
commitment.
(pages 793–794)
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The Legacy of Vietnam (cont.)
• The Vietnam War increased Americans’
cynicism about their government and
made them question their leaders.
(pages 793–794)
The Legacy of Vietnam (cont.)
How did the Vietnam War impact the United
States?
The war had cost over $170 billion in direct costs
and had resulted in 58,000 deaths. Many soldiers
who did return home faced psychological problems,
and some families were left uncertain about POWs
and MIAs. In 1973 Congress passed the War
Powers Act to reestablish limits on executive
power. The Vietnam War increased Americans’
cynicism about their government and made them
question their leaders.
(pages 793–794)
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Checking for Understanding
Define Match the terms on the right with their definitions on
the left.
__
A 1. policy of improving relations with A. linkage
the Soviet Union and China in
B. Vietnamization
hopes of persuading them to cut
back their aid to North Vietnam
__
B 2. the process of making South
Vietnam assume more of the
war effort by slowly withdrawing
American troops from Vietnam
Click the mouse button or press the
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Checking for Understanding (cont.)
Describe what happened in Vietnam in
1975 after the United States withdrew.
North Vietnam took control of South
Vietnam, uniting the two countries under
communist rule.
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Reviewing Themes
Government and Democracy Why did
Congress pass the War Powers Act?
How did this act reflect a struggle
between the legislative and executive
branches?
The War Powers Act was passed to limit
executive power. It reflected the struggle
over checks and balances in war and
foreign policy between the executive and
legislative branches.
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Critical Thinking
Analyzing Why did the invasion of
Cambodia cost President Nixon
congressional support?
Nixon failed to notify Congress of
this action in advance, costing him
congressional support.
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Analyzing Visuals
Analyzing Photographs Study the
photograph on page 793 of your
textbook of South Vietnamese citizens
attempting to enter the U.S. embassy.
How do you think this image affected
American attitudes toward the war? Why
do you think so?
Answers will vary.
Click the mouse button or press the
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Close
Summarize the lessons of the Vietnam
War.
Reviewing Key Terms
Define Match the terms on the right with their definitions on
the left.
__
H 1. policy of improving relations
with the Soviet Union and China
in hopes of persuading them to
cut back their aid to North
Vietnam
__
C 2. a jellied gasoline used for bombs
__
A 3. member of an armed band that
carried out surprise attacks and
sabotage rather then open
warfare
__
D 4. lack of trust or believability
__
G 5. someone who believed the
United States should continue
its military efforts in Vietnam
Click the mouse button or press the
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A.
guerrilla
B.
Vietcong
C.
napalm
D.
credibility gap
E.
teach-in
F.
dove
G.
hawk
H.
linkage
I.
Vietnamization
Reviewing Key Terms (cont.)
Define Match the terms on the right with their definitions on
the left.
__
E 6. an extended meeting or class
held to discuss a social or
political issue
__
B 7. the guerrilla soldiers of the
Communist faction in
Vietnam, also known as the
National Liberation Front
__
I 8. the process of making South
Vietnam assume more of the
war effort by slowly
withdrawing American troops
from Vietnam
Click the mouse button or press the
Space Bar to display the answers.
A.
guerrilla
B.
Vietcong
C.
napalm
D.
credibility gap
E.
teach-in
F.
dove
G.
hawk
H.
linkage
I.
Vietnamization
Reviewing Key Terms (cont.)
Define Match the terms on the right with their definitions on
the left.
__
F 10. a person in favor of the United
States withdrawing from the
Vietnam War
Click the mouse button or press the
Space Bar to display the answer.
A.
guerrilla
B.
Vietcong
C.
napalm
D.
credibility gap
E.
teach-in
F.
dove
G.
hawk
H.
linkage
I.
Vietnamization
Reviewing Key Facts
How did President Eisenhower defend
American policy in Vietnam?
President Eisenhower defended
involvement in Vietnam by stressing the
domino theory and the need to stop the
spread of communism.
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Reviewing Key Facts (cont.)
When did the number of American
military personnel begin to increase
in Vietnam?
The number of military personnel began
to increase significantly in 1963 during
the Kennedy administration.
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Reviewing Key Facts (cont.)
How did Vietnamese peasants respond
to the strategic hamlets program?
The peasants resented being uprooted
from their villages and family farms and
resettled in strategic hamlets.
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Reviewing Key Facts (cont.)
What actions made Ngo Dinh Diem an
unpopular leader in South Vietnam?
Ngo Dinh Diem was unpopular due to
the strategic hamlet policy and his
discrimination against Buddhism.
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Reviewing Key Facts (cont.)
What was the effect of the Tet offensive
on Americans?
The Tet offensive began to turn
American public opinion against the
war. Mainstream media began to
criticize the war, and Johnson decided
not to run for another term as president.
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Critical Thinking
Analyzing Themes: Civic Rights and
Responsibilities How did Americans
show their frustration with the direction
the country was taking in 1968?
They elected Nixon, participated in
violence, and protested.
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Critical Thinking (cont.)
Analyzing How do you think the use
of chemicals such as Agent Orange and
napalm by the United States affected
Vietnamese feelings toward Americans
and the war?
Since the chemicals turned farmland
and forest into wasteland, it made the
Vietnamese more anti-American.
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Geography and History
The map below shows supply routes and troop movements
during the Vietnam War. Study the map and answer the
questions on the following slides.
Geography and History (cont.)
Interpreting Maps
What nations
besides North and
South Vietnam were
the sites of battles
or invasions?
Laos and Cambodia
were also invaded.
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Geography and History (cont.)
Analyzing Why
did the Ho Chi
Minh Trail pass
through Laos and
Cambodia instead
of South Vietnam?
The Ho Chi Minh
Trail passed through
Laos and Cambodia
to avoid discovery
and capture of troops
and supplies passing
along the trail.
Click the mouse button or press the
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Directions: Choose the phrase that best completes the following
statement.
The purpose of the War Powers Act was to ensure that the president
would
A have greater authority over the military.
B consult Congress before committing troops to extended
conflicts.
C have the authority to sign treaties without Senate approval.
D have a freer hand in fighting the spread of communism.
Test-Taking Tip After Vietnam and Watergate, Congress wanted
legislation to limit the president’s power during wartime. Three of the
answers actually do the opposite, giving the president more power.
You can eliminate these three answers.
Click the mouse button or press the
Space Bar to display the answer.
What is the name of the university in
Ohio where four students were killed by
National Guard troops?
The name of this university is Kent State
University.
Click the mouse button or press the
Space Bar to display the answer.
Explore online information about the topics
introduced in this chapter.
Click on the Connect button to launch your browser and go to
The American Republic Since 1877 Web site. At this site, you will
find interactive activities, current events information, and Web
sites correlated with the chapters and units in the textbook. When
you finish exploring, exit the browser program to return to this
presentation. If you experience difficulty connecting to the Web
site, manually launch your Web browser and go to
http://tarvol2.glencoe.com
The Peace Symbol This familiar symbol of the 1960s was originally
designed to stand for the fight for nuclear disarmament. Created by
British artist Gerald Holtom in 1958, the symbol was first used at a
British demonstration against a research center for the development
of nuclear weapons. It combined the semaphore for the letters “N”
and “D,” standing for nuclear disarmament. Semaphore is a system of
visual signaling using two flags, one held in each hand. N is two flags
held in an upside down V, and D is one flag pointed straight up and
the other pointed straight down.
In the early 1970s another sign of the growing concern over the
Vietnam War was the proliferation of POW/MIA bracelets. Each
bracelet was engraved with the name of someone who was a prisoner
of war or missing in action, as well as the date the person was lost.
Most people who wore the bracelets continued to wear them until they
learned the fate of the person named on their bracelet. As the war
ended and service personnel came home, the bracelets were sent to
the returning veterans, or, in many cases, the veteran’s family.
The Tet offensive caught the United States
military completely off guard. In the words of a
West Point textbook published after the war, Tet
was an “intelligence failure ranking with Pearl
Harbor.”
Ho Chi Minh City (formerly Saigon) proclaimed
1990 its “Year of Tourism.” The tunnels once
used for the Vietcong guerrillas–a network of
200 miles–were one of the featured tourist
attractions.
Click the Speaker button
to listen to the audio again.
Helicopters GI slang referred to helicopters as
TWA-teenie-weenie airlines. They were used
on a massive scale during the Vietnam War.
With gas turbines replacing piston engines, the
helicopters had remarkable range and
maneuverability.
Conducting an Interview
Suppose that your friends went to see a
concert, but you were unable to attend. How
would you find out how the show was?
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to listen to the audio again.
Conducting an Interview
Learning the Skill
You probably would not normally think of asking your
friends questions about a concert as conducting an
interview, but that is exactly what you are doing.
Interviews are an excellent way of collecting important
facts and opinions from people. Interviews allow you to
gather information from people who witnessed or
participated in an event firsthand. For example, William
Prochnau interviewed many different people and used
the results to write his book Once Upon a Distant War,
which examines the way the press covered the Vietnam
War. To conduct an interview with someone, follow the
steps on the following slides.
Conducting an Interview
Learning the Skill (cont.)
• Make an appointment. Contact the person and
explain why you want to conduct the interview, what
kinds of things you hope to learn, and how you will
use the information. Discuss where and when you
will conduct the interview, and ask if you may use a
tape recorder. 
• Gather background information. Find out about the
education, career, and other accomplishments of the
person you want to interview. Research the topics
you wish to discuss.
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Conducting an Interview
Learning the Skill (cont.)
• Prepare questions. Group questions into subject
categories. Begin each category with general
questions and move toward more specific questions.
Formulate each question carefully. If the answer
could be simply yes or no, rephrase the question. 
• Conduct the interview. Introduce yourself and
restate the purpose of the interview. Ask questions
and record responses accurately. Ask follow-up
questions to fill gaps in information.
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Conducting an Interview
Learning the Skill (cont.)
• Transcribe the interview. Convert your written or
tape-recorded notes into a transcript, a written record
of the interview presented in a question-and-answer
format.
Conducting an Interview
Practicing the Skill
Imagine you are assigned to interview someone who
participated in or is old enough to remember the events
that occurred during the Vietnam War.
Conducting an Interview
Practicing the Skill (cont.)
1. What kind of background information might you
gather?
Answers will vary.
2. What are some broad categories of questions you
might ask based on what you know about the person
you are interviewing and what you know about the
war?
Answers will vary.
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Conducting an Interview
Practicing the Skill (cont.)
3. What are some general questions you might want to
ask within these broad categories? Consider the
responses you might get to these general questions,
and formulate follow-up questions for each.
Answers will vary.
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Vietnam: A Different War
Objectives
After viewing “Vietnam: A Different War,” you should: 
• Understand that Vietnam was a controversial war at
home. 
• Know that Vietnam was not a
war the United States won. 
• Recognize that Vietnam
veterans were left with
emotional scars.
Click in the small window above to show a preview of The American Republic Since 1877
video. Click the mouse button or press the Space Bar to display the information.
Vietnam: A Different War
Discussion Questions
What did many American soldiers who
served in Vietnam believe they were
fighting for?
They believed they were helping to stop
communism.
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Vietnam: A Different War
Discussion Questions
Why were so many soldiers disillusioned
after the war?
They were disillusioned because Vietnam
was an unpopular war the U.S. didn’t win.
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The Tet Offensive
Opposition to the Vietnam War
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